Return on your Investment in EQ-i
The EQ-i ® is the first scientifically validated emotional intelligence tool in the world.
That’s impressive, we agree… but your next question is likely, “but does it work?”
Like most business people, you need to be bottom line focused and show real results in order to get buy-in from your key decision makers and clients.
In other words, you need to prove how the EQ-i will really make a difference in:
• the TRAINING and DEVELOPMENT of your employees,
• the development of your LEADERS, and
• the SELECTION of highly qualified future leaders to your organization
We know what you’re up against. It’s not enough to say that it will work. You need to bring to the table evidence of a clear return on investment; that is: clear statistics and research that link the EQ-i to:
• Higher sales and profits
• Increased performance
• Improved customer satisfaction
• Decreased attrition rates
• Reduction in training costs
In this brief, you'll hear it right from the reputable organizations that have used the EQ-i and gone on to see exceptional performance improvements, and real bottom line results. These success stories go beyond mere testimonials.They give evidence of what you’re looking for: specific, measurable, and scientifically validated results that prove the EQ-i will be your most valuable and successful assessment tool for selecting and developing leaders of tomorrow.
The link between Emotional Intelligence and performance is well known. Here's a brief look at how America Express used an Emotional Intelligence Assessment to predict and help people develop the key characteristics associated with success.
Performance management at vitality health enterprise incDS Adi Pratomo
We studied and analyse Harvard Business Case on Performance Management for our Post Graduated Business School subject in People in Organization. Do use it as reference and work on your own analysis, but try to avoid copy and paste.
Driving Growth & Talent Retention through Pay for PerformanceBest Practices
Valuing and recognizing the company's top performers are critical factors to staying healthy and competitive in today's marketplace. In addition to other incentives, an annual bonus program provides companies with opportunities to financially reward employees for their contributions each year. However, smaller bonus pools, unfair distributions, misalignment of goals, complex global administration, and other obstacles can plague the integrity of the system, ultimately sending talent out the door.
Best Practices, LLC conducted this cross-industry study to investigate how compensation organizations at leading global companies are structuring and implementing pay for performance annual bonus programs to reward top performers and retain talent in today's environment of shrinking resources and increasing talent competition.
Savvy companies design, implement, and continuously evaluate a pay for performance compensation plan to reward top performers. By identifying drivers, measures of success, program elements, global differences, and implementation best practices, this study will highlight the must-haves of successful pay for performance bonus plans.
The link between Emotional Intelligence and performance is well known. Here's a brief look at how America Express used an Emotional Intelligence Assessment to predict and help people develop the key characteristics associated with success.
Performance management at vitality health enterprise incDS Adi Pratomo
We studied and analyse Harvard Business Case on Performance Management for our Post Graduated Business School subject in People in Organization. Do use it as reference and work on your own analysis, but try to avoid copy and paste.
Driving Growth & Talent Retention through Pay for PerformanceBest Practices
Valuing and recognizing the company's top performers are critical factors to staying healthy and competitive in today's marketplace. In addition to other incentives, an annual bonus program provides companies with opportunities to financially reward employees for their contributions each year. However, smaller bonus pools, unfair distributions, misalignment of goals, complex global administration, and other obstacles can plague the integrity of the system, ultimately sending talent out the door.
Best Practices, LLC conducted this cross-industry study to investigate how compensation organizations at leading global companies are structuring and implementing pay for performance annual bonus programs to reward top performers and retain talent in today's environment of shrinking resources and increasing talent competition.
Savvy companies design, implement, and continuously evaluate a pay for performance compensation plan to reward top performers. By identifying drivers, measures of success, program elements, global differences, and implementation best practices, this study will highlight the must-haves of successful pay for performance bonus plans.
2019-20 Annamalai Solved Assignments are available for all courses with best quality. We provide Annamalai Assignments for MBA program in Soft copy or Hand - Written format for working class people who don't have time to write their assignments. Here you can contact us for your Annamalai Solved Assignments on very reasonable cost with 110% quality materials. We provide our services within India, UAE, and other part of the globe. You can contact us at 9911899400 (What's App). Contact Person: Mrs. Avinash Kaur (Solved Assignments Junction and MBA Help)......
Note: If this publication all links are dead, but you need to download files from this publication, please send me a private message and I'll try to help you or emai to info@presslounge.vn for supporting
Disclaimer: We do not encourage illegal activity. References to a content protected by the copyright law, are given exclusively in the fact-finding purposes. If you liked the program, music or the book – buy it.
McKinsey analysis and key lessons for US regional banksBruno Gremez
Interesting analysis and recommendations by McKinsey to US regional banks (Credit Unions & Community Banks) to embrace digital transformation and successfully compete with large US banking institutions. Size is not the only factor that matters.
I want to address depression and other mental health issues within the Australian Workforce and believe with emotional leadership and personal development we can make a difference.
From Learning Tree International's workshop at Showcase Ontario 2011.
This presentation will introduce you to Emotional Intelligence & cover these 3 objectives:
Identify five emotional intelligences.
Leverage emotional intelligence to augment your personal leadership style.
Apply emotional intelligence in a management role.
2019-20 Annamalai Solved Assignments are available for all courses with best quality. We provide Annamalai Assignments for MBA program in Soft copy or Hand - Written format for working class people who don't have time to write their assignments. Here you can contact us for your Annamalai Solved Assignments on very reasonable cost with 110% quality materials. We provide our services within India, UAE, and other part of the globe. You can contact us at 9911899400 (What's App). Contact Person: Mrs. Avinash Kaur (Solved Assignments Junction and MBA Help)......
Note: If this publication all links are dead, but you need to download files from this publication, please send me a private message and I'll try to help you or emai to info@presslounge.vn for supporting
Disclaimer: We do not encourage illegal activity. References to a content protected by the copyright law, are given exclusively in the fact-finding purposes. If you liked the program, music or the book – buy it.
McKinsey analysis and key lessons for US regional banksBruno Gremez
Interesting analysis and recommendations by McKinsey to US regional banks (Credit Unions & Community Banks) to embrace digital transformation and successfully compete with large US banking institutions. Size is not the only factor that matters.
I want to address depression and other mental health issues within the Australian Workforce and believe with emotional leadership and personal development we can make a difference.
From Learning Tree International's workshop at Showcase Ontario 2011.
This presentation will introduce you to Emotional Intelligence & cover these 3 objectives:
Identify five emotional intelligences.
Leverage emotional intelligence to augment your personal leadership style.
Apply emotional intelligence in a management role.
Using emotional intelligence to lead teams. Intended for Wall Corporation's young leadership team but public and available for sharing. All rights reserved.
Watch Youtube recording here: https://www.youtube.com/watch?v=RpMDAI_UNpw&feature=youtu.be
Emotional intelligence is a person’s ability to understand their own emotions, the emotions of others, and to act appropriately using these emotions.
Emotional intelligence never stops growing. Because we are always evolving as people, EQ is something that must be nurtured.
* Online course: https://www.voiceofthebusinessacademy.com/course/emotional-intelligence-ei-leadership-development
Emotional Intelligence (EI) is the ability to understand and manage your own emotions, and those of the people on your team or around you. People with a high degree of emotional intelligence know what they're feeling, what their emotions mean, and how these emotions can impact others.
For leaders, having emotional intelligence is essential for success in business. The five primary elements of emotional intelligence are self-awareness, self-regulation, motivation, empathy, and social skills. To be effective, the better a leader relates to and works with others, the more successful they will be.
This webinar will step you through all of the elements of emotional intelligence and how to incorporate them into your leadership development to improve relationships, build trust, and create a teamwork culture. The more that you, as a leader, manage each of these elements, the higher your emotional intelligence. So, let's look at each element in more detail and examine how you can grow as a leader.
Emotional Intelligence and Leadership - Rex ArulRex Arul
Leaders and Managers can either choose to be resonant or dissonant. At their very core, they can either bring the best out of ordinary people or bring the worst out of extraordinary people. Regardless of all the analytics, numbers, graphs, skills, talent, ethic, etc., if a leader or a manager would fail to be intelligent about self and others' emotions, this leader will fail to lead thriving teams. While the presentation is presented under the context of managing a Toastmaster club, as one attendee came up to me and said, "what is being presented here will not only help me in my SCRUM team and workplace, but, in all aspects of my life as well."
Developing Your Leaders’ Emotional Intelligence to Improve Organizational Per...BizLibrary
In this webinar, you will learn how EQ, emotional intelligence, serves as the building block for professional success. It’s not a building block that’s isolated to a few professions or job roles. It’s just about as universal as a success principle can be.
EQ, however, is widely misunderstood as something people either have or don’t have.
Join us for this webinar and get started with a development plan for your leaders, managers and key employees to help improve EQ across your organization.
EQ can be learned, developed and improved. It’s a critically important core business skill, and as you see your employees reach higher levels of mastery, you will see higher levels of performance across a broad spectrum of business skills and professional skills.
The fact that leaders emotional style drives everyone else's moods and behaviours and eventually the bottom-line performance of your company is well established now.
What that means for a leaders is - understanding the impact of their behaviour on others and then adjusting their style accordingly.
Not the easiest thing to do...but essential if you want to be a better leader.
Study of emotional intelligence patterns with public education teachersLaszlo Balazs PhD
The data necessary for the empirical research presented it this study were provided by 572 people, from altogether 26 schools. The schools included 18 primary schools, 7 secondary training institutions and 1 primary and secondary school. The major question of the study related to the pedagogues’ emotional intelligence, more precisely if the teachers of different institutions showed any individual differences in their emotional intelligence patterns according to the given type of their school’s organisational culture. We also examined if the nature of the organizational culture had any influence on the development the individual’s emotional intelligence pattern. On the basis of the results we can declare that the teachers of different institutions having their own particular organizational cultures evolve different emotional intelligence patterns. Accordingly, we can come to the conclusion that in the long term the organizational culture affects the evolution of the individual’s emotional intelligence pattern and vice versa.
Emotional Intelligence
Emotional intelligence (EI) is the unique repertoire of emotional skills that a person uses to navigate the everyday challenges of life. Research has demonstrated that an individual's EI or (EQ) is often a more accurate predictor of success than the individual's IQ. No matter how intellectually intelligent someone is, their success is still governed by how well they communicate their ideas and interact with their peers.
Considering an Emotional Intelligence Assessment for your organization, company, or practice?
Questions you should ask:
Is the assessment a Level B instrument and is it scientifically validated? Level B means that the assessment has been constructed to a robust psychometric standard. Most EI assessments in the marketplace today are not Level B. Non Level B EI assessments may still provide some value but they are not backed the science, reliability, and validity of a Level B. The EQ-i is the worlds first scientifically validated assessment of emotional intelligence. One option to investigate the assessment you are considering is The Mental Measurement Yearbook, from the Buros Institute. The Buros Insitute reviews psychological assessment tools. It is a highly respected publication in the assessment industry. To ensure that you are using a well normed, well validated, and reliable assessment go to their website (http://buros.unl.edu/buros/jsp/search.jsp ) to see if the emotional intelligence assessment you are considering is listed. For the EQ-i search Emotional Quotient Inventory. What does it take to make their list? More Information Buros Institute
Is the assessment reliable? The EQ-i has been proven as a reliable assessment of emotional intelligence ( it measures what is says it measures) Based on results from numerous statistical analyses, users of the EQ-i 2.0 can be confident that the scores generated by this assessment will be consistent and reliable. The EQ-i is recognized by the American Psychological Association as a reliable assessment of emotional intelligence and considered a Level B Instrument that requires it's users to be certified.
Is there a technical manual that describes the assessment development and validation methods? The EQ-i has a comprehensive technical manual that gives the Certified practitioner access to extensive data on the research, testing, validation, and reliability.
Initially based on the 20 years of research by Dr. Reuven Bar-On and completed by over 1 million people worldwide, the EQi® report is the premier measure of self-report social emotional intelligence. The EQi® and EQ-360® assessments measure one's self-reported potential to deal with daily environmental demands and pressures, and helps predict one's success in both professional and personal pursuits.
We recently supported a leading management consulting firm revamp their employee engagement value proposition. We did this is less than 24 hours and the client loved the results!
Brief case study of Emotional Intelligence among Sales Professionals. This shows the difference between highly successful Sales Professionals and their less-successful coworkers.
Nine Evaluation of TrainingLearning ObjectivesAfter readin.docxcurwenmichaela
Nine Evaluation of Training
Learning Objectives
After reading this chapter, you should be able to:
· ■ Describe the pros and cons of evaluation and indicate which way to go on the issue.
· ■ Explain what process evaluation is, and why it is important.
· ■ Describe the interrelationships among the various levels of outcome evaluation.
· ■ Describe the costs and benefits of evaluating training.
· ■ Differentiate between the two types of cost-effectiveness evaluation (cost savings and utility analysis).
· ■ Describe the various designs that are possible for evaluation and their advantages and disadvantages.
· ■ Define and explain the importance of internal and external validity (Appendix 9-1).CASE TRAINING DESIGNED TO CHANGE BEHAVIOR AND ATTITUDES1
The city of Palm Desert, California, decided to provide training to improve employees’ attitudes toward their work and to provide them with the skills to be more effective on the job. The two-day seminar involved a number of teaching methods, including a lecture, films, role-plays, and group interaction. Among the topics covered were conflict control, listening, communicating, telephone etiquette, body language, delegation, and taking orders. Throughout the two days, the value of teamwork, creativity, and rational decision making was stressed and integrated into the training.
Before the training was instituted, all 55 nonmanagement employees completed a paper-and-pencil questionnaire to measure both their attitudes toward the job and their perception of their job behaviors. Supervisors also completed a questionnaire assessing each of their employees. All 55 employees were told that they would be receiving the same two-day seminar. The first set of 34 employees was chosen at random.
The 21 employees who did not take the training immediately became a comparison group for evaluating the training. While the first group of employees was sent to the training, the others were pulled off the job, ostensibly to receive training, but they simply took part in exercises not related to any training. Thus, both groups were treated similarly in every way except for the training. Both groups completed attitude surveys immediately after the trained group finished training. Six months later, both groups completed self-report surveys to measure changes in their job behavior. Their supervisors also were asked to complete a similar behavior measure at the six-month mark.
The data provided some revealing information. For the trained group, no changes in attitude or behavior were indicated, either by the self-report or by supervisor-reported surveys. This result was also true (but expected) for the group not trained.
Was training a failure in the Palm Desert case? Would the training manager be pleased with these results? Was the evaluation process flawed? These types of issues will be addressed in this chapter. We will refer back to the case from time to time to answer these and other questions.RATIONALE FOR EVALUATION
Im ...
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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1. Emotional Intelligence &
Return on
Investment
Return on your EQ-i® investment
The EQ-i® is the first scientifically validated emotional intelligence tool in the world.
That’s impressive, we agree… but your next question is likely, “but does it work?”
Brought to you by EIAcademy.ca (613-912-4828 * anil@eiacademy.ca)
2. Like most business people, you need to be bottom line focused
and show real results in order to get buy-in from your
key decision makers and clients.
In other words, you need to prove how the EQ-i will
really make a difference in:
• the TRAINING and DEVELOPMENT of your employees,
• the development of your LEADERS, and
• the SELECTION of highly qualified future leaders to your organization
We know what you’re up against. It’s not enough to say that it will work. You need to bring to the
table evidence of a clear return on investment; that is: clear statistics and research that link the
EQ-i to:
•
•
•
•
•
Higher sales and profits
Increased performance
Improved customer satisfaction
Decreased attrition rates
Reduction in training costs
So we want you to hear it right from them and show you their stories of success. “They” are the
reputable organizations that have used the EQ-i and gone on to see exceptional performance
improvements, and real bottom line results. These success stories go beyond mere testimonials.
They give evidence of what you’re looking for: specific, measurable, and scientifically validated results that prove the EQ-i will be your most valuable and successful assessment tool for
selecting and developing leaders of tomorrow.
THE PROOF IS IN THE RESULTS…
…and we have the results to prove it
Call: 1-800-456-3003 • Email: growyourbusiness@mhs.com
3. American
Express (Case 1)
Purpose
To predict key characteristics associated with top performance from which
selection criteria can be generated
Results
This case study features information sourced from the 2007 and 2008 International Conference on
Emotional Intelligence materials.
Two different metrics were used to determine success in the role of customer focused sales associates:
customer satisfaction and sales. As part of a star performer study, MHS created four performance groups:
1) those who scored well on both metrics, 2) those who scored high on customer satisfaction and low in
sales, 3) those who scored high on sales and low in customer satisfaction, and 4) those who scored low
on both metrics. These representatives also completed the EQ-i assessment. Those who scored well on
both metrics had the highest EQ-i scores (see chart.)
Highest EQ-i
Total
EQ-i
95
100
105
110
115
High Performance-Combined Metric
Low Performance-Combined Metric
High Client Satisfaction
High Sales
ROI Impact
The EQ-i predictive model accounted for significant differences between high and low performing sales
representatives. The EQ-i accounted for:
• 48% of the variance in performance, or in other words, almost one-half of the skill set required
of a successful customer focused sales associate.
Takeaway
Using the EQ-i predictive model for Training and Recruitment leads to:
• Higher sales
• Better performance
Call: 1-800-456-3003 • Email: growyourbusiness@mhs.com
4. American
Express (Case 2)
Purpose
To develop a training and development program with a strong scientific basis as well as a
measurable implementation and evaluation process
Results
This case study features information sourced from the 2007 and 2008 International Conference on
Emotional Intelligence materials.
The EQ-i program was implemented within AMEX’s Consumer Card Service Delivery Network which
spanned four states and 2000 leaders. Departmental “teams” from AMEX were assessed as a group on
their EI skill sets. Each team worked on key challenge areas as identified through the EQ-i group report.
The most interesting outcome from this study was the subsequent evaluation which measured the program impact in the short and long term. Using the Kirkpatrick model of evaluation (based on a 5.0 point
scale), the results from the EQ-i based leadership program were outstanding.
900 People Surveyed
Level 1 (reaction) : averaged 5 out of 5 strongly agreed that EI program was
valuable, provided an awareness of EI strengths/opportunities and provided
information that could be leveraged to grow and/or improve.
Level 3 (behaviour): averaged 4.85 strongly agreed with the statement: “I have
become more effective in the EQ-i areas or skills I identified as development over
the past 6 months.”
Level 4 (results): averaged 4.14 out of 5 agreed with the statement: “I have
seen an improvement in a business metric due to my work on EQ areas.”
ROI Impact
A follow-up survey in 2004 was conducted with 50 AMEX leaders who completed the EI-based high
potential program and then were promoted. This survey showed that:
• 100% of respondents stated that knowing their EI strengths and
opportunities helped them in transitioning to a higher level role.
Takeaway
Using the EQ-i for Leadership Development generates:
• Smoother transitions to leadership roles = reduction in training costs
• Better leadership performance
Call: 1-800-456-3003 • Email: growyourbusiness@mhs.com
5. Fortune 100
Insurance Company
Purpose
To predict key characteristics associated with top performance and develop selection
criteria for future agents
Results
First, a subjective rating was used to determine performance levels amongst General Agents (GAs) at the
insurance company. Agents completed the EQ-i and were rated by two VPs as high or low performers.
The sales teams of the highly rated GAs significantly outperformed the other teams in terms of sales.
As you can see from the graph below, the EQ-i can be used to predict characteristics associated with
high performance. High performers consistently scored higher in most emotional intelligence characteristics; most notably: assertiveness, self-actualization, empathy, problem solving, and happiness.
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EQ-i Subscale Scores
125
120
115
110
105
100
95
90
ROI Impact
EQ-i Subscales
High Performers
Low Performers
The company looked at the four-year compound annual growth rate (CAGR) of their General Agent teams.
For these high performer teams,
• Growth was 15%, much higher than the -1% achieved by the teams of the low performing GAs.
Takeaway
Using the EQ-i for Selection generates:
• Higher performing employees
• Decreased attrition rates
Call: 1-800-456-3003 • Email: growyourbusiness@mhs.com
6. United States Air Force (Case 1)
Purpose
To determine the differences between successful and unsuccessful United States Air Force
recruiters in order to decrease attrition
Results
In 1995, USAF recruiters were suffering from high rates of first-year turnover. In their efforts to increase
recruiter retention, the USAF used the EQ-i assessment to study the differences between successful
and unsuccessful recruiters. Notable score differences between the two groups were evident in areas
such as: assertiveness, self-actualization, stress tolerance, flexibility, problem solving, and happiness.
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Em
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EQ-i Subscale Scores
104
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98
96
94
92
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EQ-i Subscales
Successful New Recruits
Unsuccessful New Recruits
ROI Impact
Using their findings from the EQ-i, the USAF developed a
pre-employment screening system. These findings led to the following:
• 92% increase in retention,
• $2.7-million in training cost savings in the first year alone,
• a report to a congressional sub-committee stating that Air Force
recruiters are twice as productive as recruiters in other branches
of the armed forces. (Gourville, 2000; Handley, 1997).
Takeaway
Using the EQ-i predictive model for Selection generates:
• Large reductions in training costs
• Decreased attrition rates
• Increased productivity
Call: 1-800-456-3003 • Email: growyourbusiness@mhs.com
7. United States Air Force (Case 2)
Purpose
To explore the impact of emotional intelligence skills on the success of USAF Pararescue
Jumper (PJ) trainees
Results
In 2009, approximately 82% of those who entered the USAF PJ training were not successfully completing the program. As part of the recruiting process, trainees had been asked to demonstrate the required
cognitive and physical abilities. The Air Force was further interested in exploring the impact of other factors, namely emotional intelligence skills, on trainee success. Comparing the EQ-i scores of trainees who
completed the program versus those who did not, five factors were linked to successful completion of
the program: flexibility, optimism, self-regard, happiness, and reality testing. In fact, trainees who scored
higher in these areas were two to three times more likely to successfully complete the program.
High EQ-i =
Successful
New Recruits
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tim
Ha ism
pp
ine
ss
Em
ot
io
na
lS
elf
Se
lf-
EQ-i Subscale Scores
113
111
109
107
105
103
101
99
97
EQ-i Subscales
ROI Impact
This powerful information will be used by the Air Force to
offer guidance to trainees regarding their potential for success in the
program. The Air Force estimates the potential savings/cost avoidance at:
• $19 million per year in training costs.
Takeaway
Using the EQ-i predictive model for Selection and Training generates:
• Large reductions in training costs
• Reduced attrition rates
Call: 1-800-456-3003 • Email: growyourbusiness@mhs.com
Successful New Recruits
Unsuccessful New Recruits
8. New Zealand Telecom
Purpose
To understand the relationship between EQ-i and leadership competencies to enhance the
training and coaching of leaders in their organization
Results
New Zealand Telecom categorized 70 senior leaders into high and low performance groups based on
established leadership performance indicators. As shown below, high performers had significantly higher
EQ-i scores than the lower performers.
High Performers
Low Performers
Total
EQ-i
95
100
105
110
115
EQ-i Subscale Scores
Em
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es path
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ob exib
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ss
The chart below maps out the most important emotional and social skills for achieving success amongst
leaders in the Telecom organization, most notably: self-actualization, stress tolerance, and happiness.
115
110
105
100
95
90
EQ-i Subscales
High EQ-i =
High Performers
High Performers
Low Performers
ROI Impact
The EQ-i study resulted in significant bottom line findings that New Zealand Telecom now integrates into
their training and coaching initiatives.
• 48% of what differentiated the high and low performing leaders could be attributed to EI
attributes. In other words, almost one-half of the skill set required for successful execution
of this organization’s leadership competencies is comprised of emotional and social skills.
Takeaway
Using the EQ-i predictive model for Training and Coaching generates:
• A roadmap for leadership success
• Better performing leaders
Call: 1-800-456-3003 • Email: growyourbusiness@mhs.com
9. Debt Collection Agency
Purpose
To assess the secrets to success in recovering client money
Results
115
The “right” mix
of EQ-i skills =
High Cash
Collectors
110
105
100
Ha
pp
ine
ss
ism
tim
Op
lem
Pr
ob
lse
pu
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Co
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ng
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l
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th
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en
ep
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za
tio
nc
de
ne
ve
rti
se
As
n
e
95
ss
EQ-i Subscale Scores
The EQ-i assessment was completed by the company’s most and least succesful collections agents. The
more successful collection agents had significantly elevated scores in areas that you might guess would be
important for conducting collections work; areas such as: assertiveness, independence and problem solving. Other important attributes that perhaps are less obvious include: self-actualization, happiness, and the
“right” mix of empathy and impulse control. We say the right “mix”, because having “more” empathy or impulse control is not always the best thing. In the case of debt collectors, the higher performers scored significantly lower than their low performing co-workers on empathy and impulse control. EQ-i analysts must
look at the right mix that works for high performers from specific companies and industries.
EQ-i Subscales
High Cash Collectors
Low Cash Collectors
ROI Impact
The results for this study were obtained over a six-month period, with significant findings:
• Superior collectors brought in 100% of their quotas, compared with their less successful peers,
who languished at 47 percent.
• Collectors who were hired according to the new EQ-i model and were also trained against the new
criteria, achieved 163% to objective in their first year. Even low performers who had EQ-i training
brought in 80% of quota within 3 months.
Takeaway
Using the EQ-i predictive model for Recruitment and Training generates:
• Higher performing recruits
• Higher performance from otherwise low performers
Call: 1-800-456-3003 • Email: growyourbusiness@mhs.com
10. Center for Creative
Leadership (CCL)
Purpose
To evaluate key emotional intelligence characteristics that define high performing leaders
Results
This study evaluated the world-famous training center (CCL), looking at 302 leaders and senior managers, some of whom were quite successful and others who were struggling. Participants were tested for
emotional intelligence with the EQ-i and were also measured on leadership performance based on feedback from superiors, peers, and subordinates.
High EQ-i =
Successful
Leaders
Re
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ar d
e
As
se nes
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es
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s
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de
lfAc
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tu
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cia
Em n
er
lR
pe
es path
rs
po
y
on
ns
al
ibi
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lity
lat
ion
St
re
sh
ss
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ler
Im
an
pu
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nt
ali
ro
ty
l
Te
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ng
Fle
Pr
xi
ob
lem bilit
y
So
lvi
Op ng
tim
Ha ism
pp
ine
ss
Em
ot
lf-
ion
al
Se
Se
lf-
EQ-i Subscale Scores
110
105
100
95
90
85
80
EQ-i Subscales
Successful Leaders
Unsuccessful Leaders
ROI Impact
The findings from this study were highly predictive, i.e:
• Eight emotional subscales predicted high performance 80% of the time.
These include: self-awareness, stress tolerance,
and empathy (to name a few).
Takeaway
Using the EQ-i predictive model for
Leadership Development generates:
• A roadmap for leadership success
• Better performing leaders
Call: 1-800-456-3003 • Email: growyourbusiness@mhs.com
11. CIBC
Purpose
To determine key emotional intelligence characteristics
that define successful sales representatives at CIBC
Results
High EQ-i =
Successful
Sales Associates
Re
Aw gar
ar d
e
As
se nes
s
rti
Ind ven
es
e
s
Se pen
de
lfAc
nc
e
tu
ali
za
tio
So
Int
cia
Em n
er
lR
pe
es path
rs
po
y
on
ns
al
ibi
Re
lity
lat
ion
St
re
sh
ss
To ips
ler
Im
an
pu
ce
lse
Co
Re
nt
ali
ro
ty
l
Te
sti
ng
Fle
Pr
xi
ob
lem bilit
y
So
lvi
Op ng
tim
Ha ism
pp
ine
ss
112
109
106
103
100
97
94
91
Em
ot
lf-
ion
al
Se
Se
lf-
EQ-i Subscale Scores
The CIBC Global Private Banking and Trust team conducted a study where their high and low performing
sales representatives were given the EQ-i assessment. Many EI skill-sets are clearly conducive to higher
performance. As shown in the chart below, the two key EI skill-sets for success were interpersonal skills
and self-actualization. Interestingly, having a lower score in impulse control in combination with higher
scores in other EI areas, translated into higher performance amongst sales representatives.
EQ-i Subscales
Successful Sales Associates
Unsuccessful Sales Associates
ROI Impact
CIBC now uses the EQ-i study results as a predictive model for both the selection of new personnel and
in leadership development. This is because they found that:
• An individual’s EQ-i test scores accounted for 32% of his or her booked sales and
71% of pipeline sales.
Takeaway
Using the EQ-i predictive model for Selection and Leadership Development generates:
• Better selection of sales representatives
• Higher performance from sales representatives
Call: 1-800-456-3003 • Email: growyourbusiness@mhs.com
12. Call: 1-800-456-3003 • Email: growyourbusiness@mhs.com
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(eVision Inc)
Contact: 613-912-4828 * Email: Anil@EIAcademy.ca